Becoming and Being a Student: A Heideggerian Analysis of Physiotherapy Students’ Experiences (original) (raw)
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Pedagogical Research in Maximising Education (PRIME), 2010
In this article, we review an emergent perspective in pedagogical research that we subscribe to and outline how this perspective has informed our conceptualization of a research project on students‘ experience of, and response to, a new undergraduate physiotherapy programme curriculum. The perspective is a response to certain limitations identified in much higher education pedagogical research that we believe can be addressed by research that seeks to provide more inclusive as well as longitudinal insights into learning and teaching and that takes into account the complexity of related phenomena. Some challenges that we are confronting as we attempt to implement the perspective are identified and our concurrent development of a campus-level project based on the same approach is also briefly summarized.
The story models of physiotherapy students’ professional development. Narrative research
European Journal of Physiotherapy, 2014
ABSTRACT The aim of this article is to investigate students’ narratives about their professional development process. This research brings new kind of knowledge to continuing learning, developing education and planning the curriculum in physiotherapy education. The European Qualification Framework (EQF) defines learning competences in education; qualitative research has a narrative approach. The material consists of eight voluntarily participating physiotherapy students’ portfolios written during their whole study time. The longitudinal data describes them as learners and their development process. The major findings are four main episodes in professional development: the previous studies, a new way of learning, understanding the physiotherapy and becoming professional in physiotherapy. Three story models were found: the story of the development of an autonomous learner, the story of the development in becoming a member of the physiotherapy community and the story of the development of a critical developer. In conclusion, four steps in the physiotherapy students’ professional development were formed. The model helps understand the students’ concepts about their professional development. Students need theoretical knowledge and practical skills to build their professional development. Reflecting learning and instructed practice are important for professional development in healthcare. Learning is connected to action, context and culture where information is collected and used.
The work of learning: The stories of a group of undergraduate university students
2019
The research presented in this thesis was in the form of a qualitative inquiry into the perceptions by a group of senior undergraduate students of their learning processes and experiences in the Faculty of Health Sciences (FHS) at Simon Fraser University (SFU). The research goal was to explore what students understood of their learning and their lives as learners. The research aimed to gain an in-depth understanding of the ways in which students approached learning tasks, their awareness of study tactics, their styles of working, and their use of particular practices, tools, and routines. The research invited senior year FHS students to describe and reflect on the ways in which they cultivated and developed their approaches to learning and study and how they regarded the various learning environments they had experienced during their time in the FHS. It also elicited students' thoughts about self-regulated learning, quality teaching and meaningful assessment, and the degree of confidence or enthusiasm they brought to learning challenges. They were also asked about their orientations toward further learning or about learning outside formal institutional structures. As the research for this thesis progressed through the series of interviews, it became evident that the participating students led very full lives beyond their work at the university, and that their work in learning and their views of the nature of knowledge and the scope of the field of health sciences were all affected by their overall life circumstances and experiences. The research found notable students' abilities to balance and manage their competing priorities and effectively align their complex "life spaces" with often demanding academic requirements. The study's findings suggest that improvements to students' experiences in university learning require that those involved in curriculum and program design, learning supports, and general student services, give serious consideration to the remarkable diversity of students' lives.
2012
Clinical education provides students with opportunities to integrate knowledge and skills at progressively higher levels of performance. This study determined the significant events that undergraduate physiotherapy student reflects on during their clinical experiences as they learn to become a physiotherapist. A qualitative study using reflective instruments of structured debriefing sessions and diary writing was carried out. This involves 25 fourth-year students from the Faculty of Health Sciences, UKM during their 12 weeks of clinical placements in 3 different modules (first semester). They were required to describe an event, its value and their reaction to it, and to discuss the effect of the new learning experience and how it would influence their respond in the future. Our findings confirmed that the process of writing a diary makes a considerable impact to the student experience during clinical placement. The subjects begin to construct a personal identity of becoming a physio...
Fitting in with the team: Facilitative mentors in physiotherapy student placements’
Teaching & Learning Inquiry
Clinical placements are central to physiotherapy students’ education, providing an environment in which students can apply learning they have been introduced to in academic settings. However placement learning has been identified as fraught with problems and resultant stress, and there is limited evidence available on what exactly makes a good placement for physiotherapy students. This paper reports on selected findings from a study exploring narratives of physiotherapy students over three years, relating to their overall experiences of being a student. A narrative prompt provided an opportunity for the students to speak about ‘episodes’ of their learning experiences. A number of these ‘episodes’ related to the students’ experiences of clinical placements; thus it was decided to extract these from the narratives and undertake a separate qualitative analysis of these placement experiences. The majority of the students reported positive experiences of placements overall; however, it w...
Physiotherapy, 2010
To consider physiotherapy students' responses to three illness narratives common in rugby players who have suffered a spinal cord injury (SCI). Design A narrative vignette was provided to first and third year students reading for a Batchelor of Science degree in physiotherapy. Setting A university in the West Midlands during a year cohort meeting. Participants Seventy-seven first year students and 45 third year students took part in the study. All students were attending the university at the time of the study. None of the first year students had completed any clinical placement hours, and all of the third year students had completed the required number of clinical hours for a physiotherapy degree. Main outcome measures The narrative vignette consisted of nine questions relating to the vignette. Thematic content analysis was applied to the results. Results The role of experience appeared to influence students' responses. The third year students' reactions to each narrative appeared more consistent and unified as a medical voice. This appeared to support their preference for an ideal type of story and patient. Problems with each narrative were identified, although often not critiqued. Conclusions Students need more time to consider different illness narratives in order to accept and understand them.
Internet Journal of Allied Health Sciences and Practice
Purpose: Narrative medicine in healthcare education is used to promote a deeper understanding of the illness experience to promote compassionate, patient-centered care. The purpose of this qualitative study was to explore first year physical therapy students’ perceived learning after completing a first-person illness narrative assignment within a required Whole Person Care course prior to clinical experience. Method: Fifty-nine first-year doctor of physical therapy students completed an illness narrative assignment of a known individual with an illness experience from the first-person perspective. Data from students’ reflections on completing the illness narrative assignment were analyzed. Themes organically emerged from the open-ended prompt “What do you feel you learned writing the illness narrative?” Results: Four primary themes of perceived student learning emerged: deeper understanding of oneself, cognizance of values, understanding the illness experience of others, and recogni...
The Dimension of the Body in Higher Education: Matrix of Meanings in Students’ Diaries
Human Arenas, 2021
In this paper, we attempt to show some consequences of bringing the body back into higher education, through the use of performing arts in the curricular context of scientific programs. We start by arguing that dominant traditions in higher education reproduced the mind-body dualism that shaped the social matrix of meanings on knowledge transmission. We highlight the limits of the modern disembodied and decontextualized reason and suggest that, considering the students’ and teachers’ bodies as non-relevant aspects, or even obstacles, leads to the invisibilization of fundamental aspects involved in teaching and learning processes. We thus conducted a study, from a socio-cultural perspective, in which we analyse the emerging matrix of meanings given to the body and bodily engagement by students, through a systematic qualitative analysis of 47 personal diaries. We structured the results and the discussion around five interpretative axes: (1) the production of diaries enables historiciz...
Advances in Health Sciences Education, 2017
Professional identity formation is acknowledged as one of the fundamental tasks of contemporary medical education. Identity is a social phenomenon, constructed through participation in everyday activities and an integral part of every learning interaction. In this paper we report from an Australian ethnographic study into how medical students and patients use narrative to construct their identities. The dialogic narrative analysis employed focused on the production of meaning through the use of language devices in a given context, and the juxtaposition of multiple perspectives. Two stories told by students about their participation in patient care-related activities reveal how identities are constructed in this context through depictions of the relationships between medical students, patients and clinical teachers. These students use the rhetorical functions ofstories to characterise doctors and patients in certain ways, and position themselves in relation to them. They defend common practices that circumvent valid consent processes, justified by the imperative to maximise students' participation in patient care-related activities. In doing so, they identify patients as their adversaries, and doctors as allies. Both students are influenced by others' expectations but one reveals the active nature of identity work, describing subtle acts of resistance. These stories illustrate how practices for securing students' access to patients can influence students' emerging identities, with implications for their future disclosure and consent practices. We argue that more collaborative ways of involving medical students in patient care-related activities will be facilitated if students and clinical teachers develop insight into the relational nature of identity work.